An Examination of Interventionist Implementation Fidelity and Content Knowledge as Predictors of Math Intervention Effectiveness

Autor/inn/en	Nelson, Peter M.; Van Norman, Ethan R.; Parker, David C.; Cormier, Damien C.
Titel	An Examination of Interventionist Implementation Fidelity and Content Knowledge as Predictors of Math Intervention Effectiveness
Quelle	In: Journal of Applied School Psychology, 35 (2019) 3, S.234-256 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parker, David C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2019.1568334
Schlagwörter	Intervention; Program Implementation; Fidelity; Pedagogical Content Knowledge; Predictor Variables; Mathematics Instruction; Program Effectiveness; Response to Intervention; Outcomes of Education; Grade 4; Grade 5; Grade 6; Hierarchical Linear Modeling; Elementary School Students; Middle School Students; At Risk Students; Mathematics Achievement; Achievement Tests + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Prädiktor; Mathematics lessons; Mathematikunterricht; Lernleistung; Schulerfolg; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Data from a large-scale math intervention program were used to evaluate the degree to which implementation fidelity (IF) and interventionist content knowledge were associated with student outcomes. Data were available for 33 interventionists serving 658 students in Grades 4-6 across one school year. A series of multilevel models were fit to the data to evaluate the impact of procedural IF and interventionists' math content knowledge on students' postintervention achievement, controlling for preintervention achievement and intervention dosage. Higher student posttest scores were observed for interventionists with an average fidelity rating of 95% or greater (ß = 0.15); however, no effects on students' math achievement scores were observed for interventionist content knowledge. Adding IF and a measure of interventionist content knowledge to the model explained a statistically significant amount of variance in growth estimates attributable to interventionists (15%). Results highlight the potential importance of ongoing evaluation and remediation of IF in the context of standardized supplemental intervention in math, while also providing some evidence that higher levels of content knowledge may not translate into greater impact in a standard-protocol intervention setting. Results suggest a need for more research examining characteristics of interventionists and aspects of implementation that may account for variance in student outcomes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01